Bibliography: Democracy (page 456 of 605)

This annotated bibliography is reformatted and customized for the I'm with Jill website.  Some of the authors featured on this page include Mark Olssen, Joe Bandy, Margaret R. Beneke, Sarah Stanlick, Gregory A. Cheatham, Heather Mack, John P. Myers, Lisa Strahley, Juan Luis Fuentes, and Tim Muller.

Leung, Yui Kei; Leung, Yan Wing; Yuen, Timothy Wai Wa (2016). The Contribution of Advocacy NGOs in Governance through Cultivating of a Participatory Culture: Case Studies in Hong Kong, Universal Journal of Educational Research. A vibrant civil society, composed of active non-governmental organizations (NGOs), has always been identified as an important factor for "good governance". This paper reports a pilot study using semi-structured interviews to find out the contribution of advocacy NGOs in the governance of Hong Kong. It points out that the NGO's conception of good governance in the Hong Kong context, as revealed by the findings, comprises inter alia: legitimacy obtained through democratic elections, ability to realize the autonomy of the HKSAR, and proper checks and balances not just within the government but also about the possible domination of business interest in the government's policy making process. It further reveals how NGOs can contribute to "good governance" by nurturing a democratic culture through civic education in schools. Hopefully this paper can be of reference value to the international audience as it reflects how the worldwide criteria of good governance are reflected in the context of Hong Kong, a special administrative region with a high degree of autonomy where the building up of a truly democratic government is yet to be realized.   [More]  Descriptors: Nongovernmental Organizations, Case Studies, Foreign Countries, Governance

Bandy, Joe; Bartel, Ann Sims; Clayton, Patti H.; Gale, Sylvia; Mack, Heather; Price, Mary; Nigro, Georgia; Stanlick, Sarah (2016). Values-Engaged Assessment: Reimagining Assessment through the Lens of Democratic Engagement, Michigan Journal of Community Service Learning. What is one value that grounds you in your civic engagement work? How are you walking the talk of that value in your assessment work? Or, how might you? And, what both helps and gets in the way of your doing that? These questions were posed to service-learning and community engagement (SLCE) faculty and staff gathered for an assessment institute at the 2015 "Imagining America" conference. Answering the first question was easy. But the second question was, at first, a dead weight in the room. Reflecting on Zlotkowski's 1995 essay on the future of SLCE called the movement to focus on achieving academic legitimacy. Academic legitimacy has become inextricably linked with academic assessment, which now, 20 years later, needed to be critically examined and creatively reimagined. The participants agreed they saw potential tension between their values and their assessment practices as a microcosm of the broader struggles SLCE as counter-normative work faces. The participants also agreed that the assessment work of SLCE practitioner-scholars can embody and nurture a set of relationships, practices, and modes of inquiry that is potentially transformative of technocratic and neoliberal tendencies in our institutions. This essay shares four conversations from the event that may help to reimagine assessment. [Note: Publication date of Spring 2017 indicated on PDF; publication date of Fall 2016 indicated via URL.]   [More]  Descriptors: Values, Citizen Participation, Service Learning, Evaluation Methods

Myers, John P. (2016). Charting a Democratic Course for Global Citizenship Education: Research Directions and Current Challenges, Education Policy Analysis Archives. This article outlines research directions for global citizenship education, by emphasizing the centrality of democratic goals for schools in the 21st century. Despite a significant shift in educational policies and practices towards addressing education that respond to the conditions of globalization, there is not a clear vision regarding its role in schools. Furthermore, curriculum reforms such as global citizenship education inevitably face the issue of whether to adapt to neoliberal tenets of privatization, high stakes testing and standards-based accountability, or to resist and challenge these policies with alternative, democratic visions of schooling. This article argues that for global citizenship education to reach maturity, there is a need for a programmatic research agenda that addresses the complex dynamics that globalization has introduced to schooling, particularly the challenges to teaching and learning for helping youth to make sense of the world and their role in it. An analysis of recent advances in research and practice in civic education is used as a starting point to advance directions for global citizenship education. Two key directions are suggested: to gain a more secure foothold in schools and the need to focus on a shared conceptual focus that helps researchers, practitioners and other stakeholders to access the same body of practices and knowledge.   [More]  Descriptors: Citizenship Education, Global Approach, Democracy, Educational Change

Khan, Zebun Nisa (2016). Role of Education in Building Social Cohesion, Online Submission. Social Cohesion is the expression of that tradition of tolerance in all religions and cultures that are the basis of peace and progress. It is foreign to know culture and native to all nations. Tolerance and mercy have always and in all cultures being ideals of Government rules and human behavior. Professional educator often comments on the poor quality of education, politician and bureaucrats try to paint it as unproductive and a liability to the society. Social cohesion educational challenges are vital, crucial and powerful. We have to respond to the challenges immediately and continuously, so as to achieve the goals of democratic state.   [More]  Descriptors: Role of Education, Social Integration, Civil Rights, Democracy

Badley, Graham (2016). The Pragmatic University: A Feasible Utopia?, Studies in Higher Education. "Imaginings" of the modern university include such ideas as "the ecological university" and "the pragmatic university". In his attempt to separate utopian from dystopian visions of the university, Ronald Barnett concentrates on an analysis of the ecological university and ignores, for example, the case of the pragmatic university. In this critical response the author focuses on the feasibility of the pragmatic university and argues that it easily passes four out of five of Barnett's tests of utopian adequacy: depth, emergence, ethics and range. The main problem arises with the fifth criterion, that of feasibility, given that most modern universities as well as their local and global contexts are infected with such "pernicious ideologies" as entrepreneurialism, globalization and managerialism. The author concludes by suggesting that, nevertheless, there is at least a faint gleam of utopian hope about the future of the modern pragmatic university.   [More]  Descriptors: Universities, Role of Education, Ideology, Entrepreneurship

Ãñzcan, Gülsen (2016). Development of Democratic Teacher Behavior Scale (DTBS), Educational Research and Reviews. This study aims to develop an instrument that could be used to measure democratic teacher behavior in a valid and reliable manner. The research was carried out in fall semester 2014 to 2015 with a total of 500 high school students recruited from four different schools. Expert opinions were obtained to determine the scale's content validity and face validity. Additionally, exploratory factor analysis and confirmatory factor analysis were performed to assess the construct validity of the scale's measures. Confirmatory factor analysis yielded a construct that is consisted of 17 items and three factors that explained 46,85% of the total variance. These factors were: participation, curriculum and Relations. Findings obtained from confirmatory factor analysis demonstrated that the construct with 17 items and three factors had adequate fit indexes. The reliability of the measures obtained using the three subscales were examined via Cronbach alpha, which produced reliability coefficients that fell within acceptable limits. Based on the research results, it can be stated that the scale is an instrument that produces valid and reliable measures, and that can be used to determine democratic behavior of teachers. Suggestions for future scale development efforts on democratic teacher behavior are outlined.   [More]  Descriptors: Democracy, Teacher Behavior, Measures (Individuals), Test Construction

Fuentes, Juan Luis (2016). Cultural Diversity on the Council of Europe Documents: The Role of Education and the Intercultural Dialogue, Policy Futures in Education. Democratic governance of cultural diversity is one of the more important worries of the majority of European states. A few years ago, this concern existed mainly in central and northern Europe; today, however, it has become a matter of general interest for the whole continent. This is shown through two relevant facts: the European Union declared 2008 as European Year of Intercultural Dialogue and, in a broader context, the Council of Europe published a white paper based on this topic. The aim of this paper is analyse the different approaches to the question of cultural diversity within the Council of Europe, with particular attention to education. Therefore, I have made a historical review of the main documents of this institution–related to this topic–from its foundation to the present day, in order to find the key to the current approach. I have not reviewed such documents from a legal perspective but, rather, made an analysis based on two ideas. Firstly, in view of different ways of managing cultural diversity, I have observed the stance that these texts have maintained in this regard. Secondly, I have tried to investigate the role that education has played in this process.   [More]  Descriptors: Cultural Pluralism, Role of Education, Intercultural Communication, Educational History

Hachem, Ali H. (2016). The Dissociative University: Pragmatist Reconstructions in Democratic Pedagogy, Policy Futures in Education. The American university is in transition, witnessing major changes to its institutional structures and processes. While the 1960s and 1970s were decades of progressive democratization in American higher education, today's university is more aligned with the economic theory of neoliberalism. Existing at the intersection of two dominant but contradictory cultural discourses, each with its distinct version of public pedagogy, education, and identity, today's American university can no longer clearly articulate its ethical, political, ontological, epistemological, and aesthetic essence, vision, and mission. Its identity is dissociative, inhospitable to delineation and prescription, and it as such suffers a Dissociative Identity Disorder. This article starts by articulating the two constructs of Public Pedagogy and Dissociative Identity Disorder. It then moves to an exposition in higher education of the ethical, political, ontological, epistemological, and aesthetic contradictions between the progressive liberal democratic tradition and the economic theory of neoliberalism. The article concludes by stressing that a democratic public pedagogy in higher education should take seriously the causes and underlying symptoms of cultural dissociation, one of which is a cultural quest for foundational certainty.   [More]  Descriptors: Higher Education, Democracy, Educational Change, Neoliberalism

Stitzlein, Sarah M.; Rector-Aranda, Amy (2016). The Role of "Small Publics" in Teacher Dissent, Educational Theory. In this essay, Sarah Stitzlein and Amy Rector-Aranda, drawing on John Dewey's theoretical suggestions regarding how to best form publics capable of bringing about change through deliberation and action, offer teachers guidance on how to form and navigate spaces of political protest and become more effective advocates for school reform. Using Aaron Schutz's analysis of teacher activism as a point of departure, Stitzlein and Rector-Aranda argue for the development in schools of "small publics," that is, Deweyan democratic spaces within which teachers can dialogue and exchange ideas about the problems they face in the classroom. While Schutz treats this type of space merely as a stepping stone toward the real locus of political action, the power public, Stitzlein and Rector-Aranda argue that small publics are themselves important spaces where teachers can work together to frame problems and build coalitions and solidarity with other groups in order to take action in the wider public sphere and bring about change in schools.   [More]  Descriptors: Activism, Advocacy, Educational Change, Change Agents

Olssen, Mark (2016). Neoliberal Competition in Higher Education Today: Research, Accountability and Impact, British Journal of Sociology of Education. Drawing on Foucault's elaboration of neoliberalism as a positive form of state power, the ascendancy of neoliberalism in higher education in Britain is examined in terms of the displacement of public good models of governance, and their replacement with individualised incentives and performance targets, heralding new and more stringent conceptions of accountability and monitoring across the higher education sector. After surveying the defeat of the public good models, the article seeks to better understand the deployment of neoliberal strategies of accountability and then assess the role that these changes entail for the university sector in general. Impact assessment, I claim, represents a new, more sinister phase of neoliberal control. In the concluding section it is suggested that such accountability models are not incompatible with the idea of the public good and, as a consequence, a meaningful notion of accountability can be accepted and yet prized apart from its neoliberal rationale.   [More]  Descriptors: Foreign Countries, Neoliberalism, Competition, Higher Education

Beneke, Margaret R.; Cheatham, Gregory A. (2016). Inclusive, Democratic Family-Professional Partnerships: (Re)Conceptualizing Culture and Language in Teacher Preparation, Topics in Early Childhood Special Education. Family-professional partnerships are vital to the provision of appropriate and effective special education services for young children. Despite the recognized need, teacher educators in early childhood and early childhood special education have faced challenges in preparing their students to partner with families from diverse cultural and linguistic backgrounds. In this article, we assert that for pre-service early childhood/early childhood special education teachers to prepare for cross-cultural family-professional partnerships, teacher educators can take a democratic, inclusive perspective and address conceptualizations of culture and language. To this end, we first explain meanings of inclusive education and democratic partnerships. We then focus on conceptualizations of culture and language in developing cross-cultural partnerships. Finally, we provide recommendations to prepare pre-service teachers to form more democratic and inclusive cross-cultural partnerships with families from culturally and linguistically diverse backgrounds.   [More]  Descriptors: Special Education, Early Childhood Education, Parent Teacher Cooperation, Partnerships in Education

Muller, Tim; Neundorf, Anja (2012). The Role of the State in the Repression and Revival of Religiosity in Central Eastern Europe, Social Forces. The aim of this article is to present two different roles of the state affecting individuals' religiosity. First, we provide evidence for the effectiveness of socialist regimes in influencing citizens' opinions by comparing religious beliefs among several generations of Eastern Europeans. Second, the article explores whether the democratization process in Eastern Europe led to a revival of religiosity by applying two strands of reasoning from the secularization framework: Berger's theory of plausibility structures (Berger 1969) and Norris and Inglehart's (2004) existential security hypothesis. The results show that due to an increased plausibility structure created by the democratic states a slight religious revival can be observed in several postcommunist countries.   [More]  Descriptors: Foreign Countries, Government Role, Religion, Social Systems

Di Masi, Diego; Santi, Marina (2016). Learning Democratic Thinking: A Curriculum to¬ Philosophy for Children as Citizens, Journal of Curriculum Studies. In 2008, the Italian government passed a law that introduced a new school subject: Citizenship and Constitution. The law requires all students between the ages of 3 and 16 to attend almost 400¬ hrs. of Citizenship Education during their 13¬ years of compulsory schooling. The law is part of an increasingly wider international effort that focuses on improving pupils' knowledge of and involvement in society by exposing them to history and civic content. The aim of this article was to present a Citizenship Curriculum and its possible implementation in schools and other areas. Taking into account the Curriculum Transposition model, we propose both an External Transposition, which analyses international and national documents about Citizenship Education, and an Internal Transposition, in order to design a curriculum that will enable children to participate in decision-making processes and improve their complex thinking. The Implemented Citizenship Curriculum ("Poli¬ßophia" project) was introduced into the Municipal Council of Children, and the Philosophy for Children method was applied in order to help children make moral judgments, a fundamental component of democratic thinking.   [More]  Descriptors: Foreign Countries, Citizenship Education, Democracy, Compulsory Education

Strahley, Lisa; D'Arpino, Tracy (2016). Reframing Teacher Education for Democratic Engagement, New Directions for Community Colleges. This chapter describes a partnership between teacher education students at SUNY Broome and students at a local elementary school that led to all participants gaining a stronger sense of themselves as civic change agents in their communities.   [More]  Descriptors: Preservice Teachers, Preservice Teacher Education, Elementary School Students, Partnerships in Education

Oral, Sevket Benhur (2016). Complicating Gert Biesta's Account of Subjectification: ŽIÅæekian Negativity and Buddhist "SuNyata", Interchange: A Quarterly Review of Education. Biesta identifies three functions that educational systems perform: qualification, socialization, and subjectification. Subjectification involves ways of being whereby individuals exercise their capacity to remain independent from the existing orders by challenging their uncontested insertion into these orders. For Biesta, becoming a subject primarily revolves around the process of the formation of democratic subjectivity. The latter is partly based on his appropriation of Jacques Rancière's notion of democratic politics, where the existing orders (of inequalities) get interrupted in the name of the idea of equality thereby opening up the possibility of new configurations in which what was invisible and without voice becomes visible and heard. Despite the fact that Rancière advances a thesis against the tendency to posit an originary unity underlying the conflict-ridden political world and understands political subjectification as an operation that reconfigures the field of experience riddled with conflict and disruptions, he nonetheless does not provide a sufficient account of the ontogenesis of subjectification. The thesis of this paper is that Biesta's conception of subjectification runs the risk of being compromised by the confusion of the terms self and subject for it fails to go deep enough into the ontological negativity posited by ŽiÅæek, wherein the very process of failure to become a subject underlies the absolute negativity of subjectivity proper. It will be argued that a ŽiÅæekian account of the subject has direct implications for how we should understand the function of education, which is to point to the subject as pure negativity.   [More]  Descriptors: Educational Practices, Socialization, Personal Autonomy, Democracy

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